1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
Adults with Autism Spectrum Disorders
Task Force

2. Adult Training Series
Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Physical Characteristics of Autism
 Module Three: Cognition and Learning in Autism
 Module Four: Autism and Sensory Differences
 Module Five: Communication and Autism

3. Adult Training Series
Modules
 Module Six: Behavior Challenges and Autism
 Module Seven: Understanding Behavior in Persons
with Autism
 Module Eight: Functional Behavior Assessment
 Module Nine: Autism and Leisure Skills to Teach
 Module Ten: Special Issues of Adolescence and
Adulthood
 Module Eleven: Safety and Autism

4. Autism and Sensory
Differences
 The brain needs sensory information to operate.
It needs sound, vision, smell, taste, touch and
movement.
 The way our brain organizes this information
affects the way we learn and our behavior.
 People with ASD usually have differences in how
they react to sensory input. They can be:
Sensory Seekers Sensory Avoiders

5. Autism and Sensory
Differences
 Possible difficulty with one or all sensory systems.
 A person’s reaction is not always the same. They can
over react at one time and under react at another.
 Be a detective to figure out the reason for the
reaction (ex. avoiding a certain food could be how
the food feels, looks, smells, tastes or sounds when
chewing).

6. Big Idea
Suspect sensory difficulties when
the person’s behaviors seem
“illogical” or “extreme”.

7. Reactions to Sounds
 Puts hands over ears
 Tries to escape from noises
 Becomes upset by sirens or other loud noises
 Hears sounds you do not even notice like buzz from a light.
Or
 Makes sounds, like humming, to block out other sounds
 Seeks noises
 Does not respond to certain sounds or their name being called

8. Strategies for Sound
Sensitivity
 Talk more softly and slow down.
 Use short direct sentences and do not chatter on and on.
 Don’t repeat what you just said, give time to think it through.
 Use soft music or other “good” sounds to block out “bad” sound
(consider some thing like an iPOD).
 Have a quiet place where the person with ASD can go.
 Have sound blocking headphones available in places where you
can’t avoid stressful sounds.

9. Strategies for Sound
Sensitivity
 Know that unexpected sounds can be frightening.
 Be aware of crowd sounds. For example, you may need to
help the person be ready for applause or help them move
to a quieter area.
 Be aware of acoustics that may be irritating (theaters,
gyms, churches, cafeterias). Make plans for possible
behavior problems in these settings.
 Be ready in case an individual bolts from distressing
sounds. Be prepared for dangerous situations such as
traffic.

10. Big Idea
Prepare the person for what is
going to happen. Anything
unexpected is more likely to be
negative or scary.

11. Reactions to Visual Input
 Person with ASD may look off to the side.
 May be upset around bright lights or sunshine.
 May be upset around fluorescent lighting.
 May be upset in busy or cluttered places.
Or
 May stare at bright lights or moving objects like fans.
 May seek bright colors and movement.
 May finger flick or spin objects in front of eyes.

12. Strategies for Visual
Sensitivity
 Allow the person with ASD to use peripheral
vision (look out the corner of their eyes).
 Do not insist on eye contact, but do require
the person to look in your direction.
 Keep the environment as neutral as needed if
the person gets over-stimulated. Consider
keeping one wall or area more plain.

13. Strategies for Visual
Sensitivity
 If possible, do not use fluorescent lights.
 Do not hold instructional materials close to your
face. It may be difficult for the person with
ASD to concentrate on two things at the same
time.
 For those seeking visual input, look for
appropriate activities (i.e. kaleidoscope, fish
tank).

14. Strategies for Visual
Seekers
 Provide visually interesting materials for
leisure time.
 Use visual schedules, calendars and lists
 Use photo albums to talk about family or
past events

15. Reactions to Smells
 Avoids cooking smells.
 Gets upset around noticeable smells, such as cleaning
smells.
 Breathes through mouth.
 Covers nose.
Or
 Seeks strong aromas.
 Sniffs objects and people.
 Holds things up to nose.

16. Reactions to Smells
 For a person with a strong reaction to smells, any
environment can be too much.
 Smells may be the cause of behaviors.
 Human odors may be a problem. The person may be
uncomfortable with the smell of their own urine and
bowel movements. This may explain why some
individuals put off going to the bathroom as long as
possible.

17. Reactions to Smells
 What is a good smell to one person can be an
unpleasant smell for another person.
 Strong food smells may affect behavior.
 Certain petroleum products such as diesel engines
may cause problems.
 Cleaning odors, room deodorizers, scented lotions or
soaps can all change behavior.

18. Reactions to Smells
 People with ASD may continue to be bothered by
the smell after others would have gotten used to
the smell and no longer be bothered.
 This may be why changing environments is so
difficult for some individuals with ASD.

19. Strategies for Smell
Sensitivity
 Try not to use scented products.
 Keep the environment clean and dry.
 If something smells bad to us, it is likely that it
smells even worse to the person with ASD.

20. Strategies for a Smell
Sensitivity
 If you smell something unpleasant, let the person
know that you smell it too. It may be reassuring for
the individual to know that they aren’t the only one
affected by the odor.
 Sometimes you can cover up an unavoidable bad
smell with a positive smell on a handkerchief or with
a food item such as a tic tac.

21. Strategies for a Smell
Seeker
 Some people may seek smells. For them a variety of
scents may be helpful. Examples: lotions, spices, air
fresheners.
 Scents can be used to help people with ASD be more
alert or calm down.
 A good scent can be added to an activity such as
scented markers or pencils when drawing.

22. Reactions to Taste
 The person with ASD eats only a few kinds of food.
 They may prefer bland foods.
 They may prefer keeping foods separated not mixed.
Therefore they may not like food such as casseroles.
Or
 They may prefer strong flavors and spices.
 They may like to dip food in sauces.
 They may lick or chew non-food items.

23. Strategies for Sensitivity
to Taste
 Try to know what foods that the person likes.
 Don’t force the person to eat food they do not like.
 Offer a variety of foods.
 Think about how smells in the room may make it
hard to eat, even if the food tastes okay.

24. Strategies for a Taste
Seeker
 Know what spices and sauces can be used to increase
taste.
 Think about the texture or temperature of favorite
foods (for example-crunchy, cold, hot).
 Watch what the person puts into their mouth for
safety and cleanliness.
 Sometimes a person with ASD cannot tell when food
is too hot. Make sure food or drink is not too hot.

25. Reactions to Touch
 The person with ASD may not like to be touched.
 They may strike out or withdraw when touched unexpectedly.
 They may have problems with hair cuts, combing hair.
 They may dislike getting hands dirty.
Or
 The person with ASD may not feel pain easily.
 They may seek out rough surfaces.
 They may put non-food items in their mouth or lick them.

26. Strategies for Sensitivity to
Touch
 Give the person space.
 Don’t touch the person without warning them that
you are going to touch them.
 Firm but gentle touch is often better than light
touch.

27. Strategies for Sensitivity to
Touch
 Never tickle the person with ASD, even if they
laugh.
 It may be helpful to wash new clothes before they
wear them to make the clothes softer.
 Be aware that problems can be caused by new shoes,
textured socks, or tags in clothes.

28. Reactions to Movement
 The person with ASD may be scared when balance is
needed, like going down stairs or when walking on
uneven ground.
 They may avoid physical activity, preferring to sit.
Or
 The person may jump, bounce, pace, rock, twirl.
 They may be more active than others.

29. Strategies for Movement
Sensitivity
 Let the person know that you understand it is scary
and you are there to help.
 Give extra support if needed.
 If possible, do not push the person with ASD to try
something when they are afraid. You may need to
practice the activity with them when they are calm.
 Expect the person to run off if you are putting
them into a situation that is scary to them.

30. Big Idea
Offer a variety of sensory
experiences but do not force the
person to participate if the
person is uncomfortable or seems
afraid.

31. Strategies for a Movement
Seeker
 Provide opportunities for the person with ASD to move
around, clearing space in living areas as needed.
 Give movement breaks during a task.
 Choose chores that give movement and physical work as
part of the task.
 Provide opportunities for exercise with an understanding
of any physical limitations.
 Challenging behaviors can happen if the person is not
getting enough movement.

32. Big Idea
Prepare the person for what is
going to happen. Anything
unexpected is more likely to be
negative or scary.